Response to the Report of the Programme Validation Panel · Mark Cunningham (Dkit) Mr. Myles Hackett (Dkit) Tomás Murphy (Area Director of Nursing, Mental Health Service Sligo/Leitrim/South

Report of Validation Panel Page 1/8

Response to the Reportof the Programme Validation Panel

Date: 2nd April 2014

Named Award: Not applicableProgramme Title(s): Certificate in Contemporary Mental Health Practice (Professional

Management of Aggression and Violence)Exit Award(s): Not applicableAward Type: CertificateAward Class: Special-PurposeNFQ Level: 8ECTS / ACCS Credits: 10First Intake: September 2014

Panel Members

Mr. Billy Bennett Chair Registrar, Letterkenny Institute ofTechnology (LyIT)

Mr. Jim Maguire External Discipline Expert Lecturer in Mental Health andResearch, Department of Nursingand Health Science, AthloneInstitute of Technology (AIT)

Ms. Patricia Gilheaney External Discipline Expert Chief Executive, Mental HealthCommission

Mr. John Murphy External Discipline Expert Service User RepresentativeDr. Brendan Ryder Secretary Assistant Registrar, Dundalk

Institute of Technology (DkIT)

Programme Development Team

Dr. Edel Healy (Dkit) John McDonald (Dkit) Kevin McKenna (Dkit)Mark Cunningham (Dkit) Mr. Myles Hackett (Dkit) Tomás Murphy (Area Director of

Nursing, Mental Health ServiceSligo/Leitrim/South Donegal,Health Service Executive (HSE)


1 Introduction

The following report to Academic Council is a validation panel report from an expert panel ofassessors on a proposal from the Department of Nursing, Midwifery and Health Studies in theSchool of Health and Science at Dundalk Institute of Technology to design the followingprogramme(s):

Certificate in Contemporary Mental Health Practice (Professional Management of Aggressionand Violence)

The evaluators would like to thank the members of the development team for engaginggenerously and openly with the review process.

The report is divided into the following sections:

Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for their positiveengagement with the panel during the site visit. The panel would also like to commend theteam for their responsiveness to the continuing professional development needs in the mentalhealth area in Ireland and for the flexibility of delivery of the proposed programme (i.e. blockrelease). The team are to be congratulated on the patient centric nature of the programme,something that the discipline experts on the panel were of the opinion was lacking in currentprogramme provision elsewhere.

Having considered the documentation provided and discussed it with the programmedevelopment team, the validation panel recommends the following:

Certificate in Contemporary Mental Health Practice (Professional Management ofAggression and Violence)

Accredited for the next five academic years or until the next programmatic review,whichever occurs soonerAccredited subject to conditions and/or recommendations XRe-designed and re-submitted to the same validation panel after additionaldevelopmental workNot Accredited

Approval is conditional on the submission of a revised programme document that takesaccount of the conditions and recommendations outlined below and a response documentdescribing the actions of the Department to address the conditions and recommendations


made by the programme validation panel. In this report, the term Condition is used to indicatean action or amendment which in the view of the validation panel must be undertaken priorto the commencement of the programme. Conditions are mandatory if the programme is to beapproved. The term Recommendation indicates an item to which the Programme Boardshould give serious consideration for implementation at an early stage and which should bethe subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:

Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidencebeen provided to support it?

Overall Finding: Yes

The team indicated that there could be the potential for 30 – 40perspective participants on the programme depending on servicedemand and interest (evidence provided by Tomás O’Murphy, HSE.

Condition(s):

None.

Recommendation(s):

None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?Overall Finding: Yes

Condition(s):

None.


Recommendation(s):

None.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy andare the strategic themes of entrepreneurship, sustainability andinternationalisation embedded in the proposed programme asappropriate?


Condition(s):

None.

Recommendation(s):

None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear andappropriate?

Overall Finding: Yes, with recommendation(s)

Condition(s):

None.

Recommendation(s):

The programme development team should clarify that each of the three entryrequirements specified are necessary when considering entry to the programme.

School Response:The entry requirements have been amended to indicate that all of the three entryrequirements are necessary. See attached programme document with changes highlighted inyellow.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures foraccess, transfer and progression that have been established by theNQAI and does it accommodate a variety of access and entryrequirements?



Condition(s):

None.

Recommendation(s):

None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award standardsfor programmes at the proposed NFQ level (i.e. conform to QQIAward Standards)?


The awards standards requirements for programmes on the NFQ Framework can be found athttp://www.hetac.ie/publications_pol01.htm

Condition(s):

None.

Recommendation(s):

None.

4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can thestated proposed programme outcomes in terms of employmentskills and career opportunities be met by this programme?


Condition(s):

None.

Recommendation(s):

None.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been providedfor the proposed programme?


Condition(s):

None.


Recommendation(s):

None.

4.9 Assessment Strategies

ValidationCriterion:

Have appropriate programme assessment strategies been provided forthe proposed programme (as outlined in the QQI/HETAC Assessmentand Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards andshould form a substantial part of the documentation to be considered by the programmevalidation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33).Accordingly the assessment strategy should address the following (See (HETAC (2009)Assessment and Standards, Section 2.2.5, page 13) :

Description and Rationale for the choice of assessment tasks, criteria and procedures. Thisshould address fairness and consistency, specifically their validity, reliability andauthenticity;

Describe any special regulations; Regulate, build upon and integrate the module assessment strategies; Provide contingent strategy for cases where learners claim exemption from modules,

including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional grading

system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute ofTechnology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

None.

Recommendation(s):

None.

4.10Resource Requirements


Does the Institute possess the resources and facilities necessary todeliver the proposed programme?


Condition(s):

None.


Recommendation(s):

None.

4.11Quality Assurance


Does the proposed programme demonstrate how the Institute’squality assurance procedures have been applied and that satisfactoryprocedures exist for the on-going monitoring and periodic review ofprogrammes?


The Institute’s Quality Assurance Procedures are published in the Academic QualityAssurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic review ofProgrammes.

Condition(s):

None.

Recommendation(s):

None.

4.12Module-Level Findings

Condition(s):

None.

Recommendation(s):

Ensure programme elements related to cultural awareness and incident reporting areincluded in the modules as appropriate.

School Response:The indicative content for the module has been changed. The updated ‘Book of Modules’ withchanges indicated with a √ is attached.

4.13Assessment Strategies


Have appropriate module assessment strategies been included in theproposed programme?


Condition(s):

None.


Recommendation(s):

None.

4.14Other Findings

Condition(s)

None.

Recommendation(s):

Ensure module learning outcomes, indicative content, assessment and delivery issufficiently differentiated between the two modules on the programme.

School Response:The team is of the opinion that the above are sufficiently differentiated. It is evident by theLearning Outcomes used that the first module addresses the conceptual underpinning oftheory and the second module provides the learner with the practical skills to apply theirknowledge of the theory.

Response Report Approved By:

Signed:

_____________________________________________Dr Edel Healy,Head of School of Health and Science.

Date: 28th May 2014

Signed: Registrar’s Office awaiting signature

_____________________________________________Mr Billy Bennett, Chairperson.

Date:

SCHOOL OF HEALTH & SCIENCEDepartment of Nursing, Midwifery and Health Studies

CERTIFICATE

IN

CONTEMPORARY MENTAL HEALTH PRACTICE

(PROFESSIONAL MANAGEMENT OF AGGRESSION & VIOLENCE)

(HETAC Level 8 Special Purpose Award)

March 2014

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1. Programme Title:

Certificate in Contemporary Mental Health Practice (Professional Management of Aggression &Violence)

2. Provider Profile:

Institute: Dundalk Institute of TechnologyPresident: Mr. Denis Cummins

[email protected], 042 9370200

Head of School: Dr. Edel Healy

Contact Details: School of Health and Science

[email protected]; 042 9370262

Head of Department: Mr. Myles HackettContact Details: Department of Nursing, Midwifery and Health Studies

[email protected]; 042 9370265

Programme Development Team:Dr. Edel Healy, Head of School of Health & Science, DkIT

Mr. Myles Hackett, Head of Dept. Nursing, Midwifery & Health Studies, DkIT

Ms. Jill Atkinson, Head of Midwifery Section, DkIT

Mr. Kevin McKenna, Lecturer, DkIT

Mr. John McDonald , Lecturer DkIT

Mr. Mark Cunningham, Lecturer DkIT

Mr. Tomas O’Murphy, Area Director of Nursing, Mental Health Services, HSE

Northwest

Ms Margo Leddy, Regional Health & Safety Co-ordinator, HSE Dublin North EastMs Geraldine Kirk, Assistant Director of Nursing, HSE Louth/Meath Mental HealthServicesDr. Mary Hudson, Director, Centre of Nursing and Midwifery Education, Sligo/Leitrim

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2.1 Dundalk Institute of Technology:Dundalk Institute of Technology is a major provider of higher education in the North Eastregion of Ireland. Established in 1970 as the Regional Technical College offeringprimarily technician and apprenticeship courses, it has evolved since then as a majorplayer in Irish higher education and currently provides a suite of programmes at craft,undergraduate and postgraduate levels to more than 3,500 full-time and 1,500 part-timestudents.

The Institute Vision and Mission Statement are as follows:

VisionDundalk Institute of Technology will provide university-level higher education tograduates who will excel in their specialised discipline and have the creativity,confidence, resilience and entrepreneurial flair to thrive in the 21st Century. Workingsustainably and with a practical focus, we will help lead the regeneration of the NorthEast region and more widely Ireland by acting locally and thinking globally.

MissionDkIT is fully committed to its role in the economic, social and cultural development of theregion. This plan has a particular focus on developing learners and graduates with thefollowing qualities:

Excellent in their discipline Able to apply disciplinary and trans-disciplinary knowledge, especially focusing

on entrepreneurship and sustainability Able to contribute globally as well as locally Personal and employability qualities to include an ability to solve complex

problems; critical thinking; systems thinking and capacity for on-going learning

The Programme is being led by the Department of Nursing, Midwifery & Health Studies inDkIT and has been developed as a partnership between the HSE North East and HSENorth West Mental Health Services.

2.2 School of Health and ScienceThe School of Health and Science comprises of the Department of Nursing, Midwiferyand Health Studies and the Department of Applied Sciences.

2.2.1 Department of Nursing, Midwifery and Health StudiesThe Department of Nursing, Midwifery and Health Studies was formed in August 2002,and was extended to include Midwifery Section in November 2004. The Department iscommitted to providing high quality, relevant programmes at a range of levels.Currently, there are thirty members of staff including Head of the Department, Head of

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Section, lecturing staff, administration staff, Allocations Officer and Clinical SkillsTechnician.

The Institute encourages progression in its staff within their chosen area of expertise.Within the Department of Nursing, Midwifery and Health Studies all staff teaching on theprogramme have either completed or are engaged in post graduate studies. The majorityhave completed a course in education with an additional teaching qualification and asignificant proportion have achieved or are completing PhD level studies.

2.2.2 Programmes and Programme DevelopmentThe Department offers the following approved programmes:

BSc (Hons) in General Nursing BSc (Hons) in Psychiatric Nursing BSc (Hons) in Intellectual Disability Nursing BSc (Hons) in Midwifery BA (Hons) in Early Childhood Studies BSc (Hons) in Health and Physical Activity BSc in the Professional Management of Aggression and Violence Higher Diploma in Midwifery Certificate in Skills for Independent Living Certificate in Understanding Behaviour associated with Ageing Certificate in the Assessment and Management of the Acutely Ill Adult Certificate in the Assessment and Management of the Acutely Woman within

Maternity Services Certificate in the Assessment and Management of the Acutely Ill Adult within the

Emergency Department BA in Applied Early Childhood Studies

The Department also provides opportunities for graduate studies including: Masters of Science in Ageing, Health and Environment Master and PhD by Research

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3. Programme Details:

Award Type: Special Purpose Award

Programme Title: Certificate in Contemporary Mental Health Practice (ProfessionalManagement of Aggression and Violence)

Proposed Level: Level 8

Proposed Duration: One Semester

ECTS Credits: 10

Location of Delivery: By arrangement with service providers

Proposed Intake: 16 (may be more than one cohort of students per intake)

4. Entry Requirements:1) Employment within a relevant health/social care setting

and2) At least QQI Level 7 qualification in health/social care or related discipline

and3) Current certificate of attendance at People and Manual Handling course

Applicants who do not have the qualifications specified in (2) above may apply tothe programme in accordance with the procedures outlined in the DkITRecognition of Prior Learning (RPL) policy.

Each student is required to undertake physical intervention practicals and thusmust be physically capable to participate in these sessions.

5. Aim of the ProgrammeThe aim of this programme is to provide learners with knowledge andunderstanding of the fundamental principles of the professional management ofaggression and/or violence within a contemporary mental health practice setting.

6. Programme Background

6.1 Employer Demand

The Health Service Executive (2008) recognizes that it is reasonable for users ofthe health service to expect to be treated, and for staff to expect to work, in anenvironment which is safe and free from the expectation of being abused,

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threatened or physically assaulted (HSE 2008). In the majority of cases suchconditions prevail and the service experience is a positive one for both therecipient and provider. However there are instances when, for a variety ofreasons, conflictual situations arise which have the potential to escalate toaggression and violence toward those providing services. It is now widelyacknowledged that work-related violence is a serious problem within healthcarewhich negatively impacts on the care provided to service users, diminishes thequality of working life for staff, and compromises organisational effectiveness(McKenna 2008).

The former North Eastern Health Board, now the Health Service Executive NorthEast (HSE/NE) conducted the first large scale study of work related violencewithin the Irish healthcare context, from which it concluded that the extent of theproblem within Irish healthcare reflected extensive professional literature andregulatory agency reports internationally (SOVES 2004). While the problem ofaggression and violence is pervasive throughout healthcare settings, psychiatricservices have been identified as a service setting of particular concern both forpatients and staff (Wright et al. 2005).

The indisputable evidence of the magnitude of the problem places professional,statutory, and moral imperatives upon healthcare providers to develop aninformed and cohesive response to address the issue. One component of anyorganisational response involves the provision of staff training in the prevention,recognition, and safe management of aggression and violence. The provision ofsuch training has been mandated by regulatory, professional, and advisorybodies at national and international levels and mandates consistently share threekey themes in their recommendations, that the issue requires immediateattention; that addressing the issue should involve inter-agency collaboration;and that training should be supported by evidence.

The Department of Nursing, Midwifery and Health Studies maintains stronglinkages with health service providers at organizational and operational levels andaspires to effectively respond to educational needs identified by health serviceproviders. This programme was developed in response to a need identified by aservice provider and draws upon the department’s track record in collaborativelydeveloping bespoke programmes and the recognized educational expertise in thesubject area of aggression and violence with care contexts.

6.2 Secondary Research in relation to demand

An Bord Altranais (1997) requires that nurses are trained to manage aggression andviolence within the clinical context and that skills acquired are updated on a regularbasis. The An Bord Altranais guidance specifies that the primary objective of the

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nurse/midwife in relation to the management of violence must at all times be directedtowards its prevention and, in instances where preventative measures have failed, theprimary objective becomes the maintenance of the safety and well-being of the patientand others involved. The guidance further requires that all clinical areas have welldefined rationally structured policies in relation to the prevention, the management, thesubsequent follow up and evaluation of violent incidents.

The Mental Health Commission is obligated by the Mental Health Act 2001 (Section69:2) to issue rules governing the use of seclusion and mechanical means of bodilyrestraint. Sections 11 and 19 of the rules issued in 2009 require each approved centrehas a policy and procedure for training staff in relation to seclusion and mechanicalmeans of bodily restraint which must at a minimum must specify:

Those who will receive training, based on identified needs of patients and staff; The frequency and content of the training, including training in alternatives

to seclusion and restraint; An identified appropriately qualified training provider; The mandatory nature of training for those involved in these practices; The recording of attendance at training.

A review of the educational needs of nurses undertaken by the National Council forthe Professional Development of Nursing and Midwifery (2003) highlighted concernsexpressed by psychiatric nurses regarding the “quality of education and training indealing with aggression and violence” and identified the need for standardisation inthis area as “vital” (p 34). A later review of the Nursing and Midwifery ResearchPriorities for Ireland (2005) identified the management of patient/client aggression and“the ability to cope with patients/clients/relatives’ aggressive behaviour” as being in thefinal priority rankings (p. 40).

The Health & Safety Authority (H&SA) Advisory Committee on Health Services (2001)identified aggression and violence as being a particular concern within the healthcaresector and highlighted a clear need for “authoritative advice on best practice in trainingstaff ” with development of guideline in this area identified as “a priority” (p 23). Healthand Safety Authority (2006 p.20) Guidance Document for the Healthcare Sectorrequires that staff and management receive “training in the prevention, recognition andmanagement of aggression and violence” which is “needs-assessed, service specific,and relevant to the role of those being trained” (p.20). Beyond providing guidance theH&SA also has an enforcement function due to the legal obligation on employers toput in place all reasonably practicable preventative and protective measures in orderto create safe places and processes of work for their employees and others. Sections19 and 80 of the current Safety, Health and Welfare at Work Act makes theseobligations explicit, in addition to specifying the liability on individuals whose duty it isto ensure that these measures are enacted.

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The HSE Linking Service and Safety (2008) strategy to manage aggression andviolence within the Irish health services recommends that education and training inthe management of aggression and violence is provided to all healthcare employeeswith the content and methodology reflecting their professional and organisationalresponsibilities.

These mandates within the Irish context reflect international recommendationsincluding those of the World Health Organisation, International Labour Organisation,Public Services International, and the International Council of Nursing. Suchmandates are fully understandable considering the potentially very serious physicaland psychological risks to all involved. The Hartford Courant (1998) in an USinvestigative report identified 143 restraint related fatalities in health and social carefacilities over a ten year period. The report prompted an investigation by the USGeneral Accounting Office (1999) which identified 24 deaths related to seclusion andrestraint within the preceding year. The issue of adverse events is not unique to theUS and in a later review Paterson (2003) identified 12 restraint related fatalities withinUK mental health and intellectual settings. Paterson (2003) concluded that whilerestraint must be considered an intrinsically unsafe procedure, in some circumstancesit may be less dangerous than the alternatives available.

The potentially adverse impacts of seclusion and restraint are not limited to physicalsequelea. Bonner (2002) from her investigation of the psychological impact ofseclusion and restraint, reported that both staff and patients were both deeplytraumatised by these occurrences. Some staff involved experienced intense fear whilefor one half of patients and staff the occurrence had awakened previous distressingtraumatic events.

Apart from the physical and psychological risks to the individuals involved, it is nowwidely recognised that aggression and violence can compromise the integrity of thetherapeutic milieu. Subsequently efforts to address the problem must be part of abroader organisational governance and clinical practice agenda as ineffective orinattentive organisational responses have been associated with the insidiousdevelopment of corrupted cultures of care (Wardhaugh & Wilding 1993) which placeemphasis on coercive reactive measures.

While evidence suggests that training may reduce risks to staff, improves their clinicaleffectiveness, and results in cost savings from reduced injuries and related expenses(Richter et al 2006), it is important that efforts to provide training are cognizant of theprevailing emphasis on preventive approaches and increased scrutiny of coerciveinterventions.

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The Royal College of Psychiatrists (1998), the UKCC (2002) and National Institute forClinical Excellence (2005) all emphasise the importance of prevention and de-escalation as first choice and preferred option. Duxbury and Whittington (2005)describe a preventive approach with de-escalation representing a secondaryprevention and safety as the tertiary response. Such enlightened responses dohowever require knowledgeable clinicians and effective organisational supports.McKenna and Paterson (2006) advocate that every effort is made to locate theprovision of training within a professional context in order to ensure that the endproduct results in more skilful patient care rather than skilful management ofaggression and violence.

This programme contributes to this enlightened approach by providing students withthe opportunity to develop a sound understanding of contemporary best practice fromboth clinical and organizational perspectives. This understanding will be supported byproviding the student with the knowledge and skills necessary to recognize andskillfully intervene in a safe and effective manner which preserves the therapeuticalliance.

The context relevance of the training content and the primacy of preventive efforts arewholly consistent with the national strategy for the management of aggressive and/orviolent behaviours within the health and social care context (McKenna 2008).

6.3 Implications for DkIT

DkIT is a major educational provider for healthcare programmes in the North EastRegion. The Department of Nursing, Midwifery and Health Studies is committedto providing educational programmes at undergraduate and post-graduate levelswhich are responsive to the changes within the health services locally andnationally. The Department is a national leader in education and research relatedto the prevention and management of aggression and violence and currentlydelivers a BSc programme in this area. In addition, the Department recognisesthe need to provide short Continuing Professional Development programmes inthis area for service providers. This programme has been developed inpartnership with health service providers and the content is informed by currentnational strategies, ongoing research and best practice in the field.

7. Programme Schedule and Programme Learning OutcomesSee Appendix 1.

8. ModulesSee Appendix 1 for the Module Descriptors.

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9. Learning OutcomesThe learning outcomes for this programme are consistent with those specifiedwith the National Framework of Qualifications for a level 8 qualification inScience.

10. Student Experience

10.1 Teaching and Learning StrategiesThe Learning and Teaching Strategy for this programme has been developedwithin the framework of the Institute’s Learning and Teaching Strategy, withinwhich there are eight key objectives:

Objective 1 Embed Learner-centred Approaches to Learning

Objective 2 Become More Accessible to Learners and Develop FlexibleApproaches which support Lifelong Learning

Objective 3 Encourage and Implement Learner Centred Approaches toBlended and eLearning

Objective 4 Introduce Regular Review of Programmes and Modules

Objective 5 Develop a ‘Value Added’ Component in Learners’ ‘LearningExperience’

Objective 6 Focus on the Experience of 1st year for DkIT Learners

Objective 7 Linking Teaching, Learning and Research

Objective 8 Develop Staff Personally and Professionally to Support thePractice of Learning and Teaching

Objective 1: Embed Learner-centred Approaches to LearningThe curriculum and the specific learning and assessment activities within the twomodules are designed to promote active, deep learning and understanding in linewith a student-centred approach (Attard et al 2010). A student-centred approachis characterised by student activity or ‘doing’ and choice (O’Neill and McMahon2005). The modules will include theoretical and practical instruction and studentswill have a choice in some of their assessments.

Objective 2: Become More Accessible to Learners and Develop FlexibleApproaches which Support Lifelong LearningIt is recognised that many of the learners on this programme will be non-traditional learners thus flexible approaches to learning and teaching have beenincorporated into the programme. The programme will be delivered part time atvenues easily accessible for the particular student cohort.

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Objective 3: Encourage and Implement Learner Centred Approaches toBlended and eLearningVirtual Learning Environments (Moodle) will be used for both modules. Due tothe practical nature of the subject students will be required to attend class asoutlined in the module descriptors.

Objective 4: Introduce Regular Review of Programmes and ModulesIn accordance with HETAC’s Core Validation Policy and Criteria 2010, theprogramme undergoes a review every five years. In addition, module leaders aregiven the opportunity to review modules at Programme Board meetings.Changes to modules may be considered in response to feedback andrecommendations from external examiners, students and stakeholders.

Objective 5: Develop a ‘Value Added’ Component in Learners’ ‘LearningExperience’The aim of this programme is to provide learners with knowledge andunderstanding of the fundamental principles of the professional management ofaggression and/or violence within a contemporary mental health practice setting.Consequently it is envisaged that this will enhance the quality and safety of thecare experienced by service users within mental health services.

Objective 6: Focus on the Experience of 1st Year for DkIT LearnersAlthough this is a short course the importance of developing an academic identityand the skills for independent study is recognised. A Programme Director will beappointed and a comprehensive induction programme will be provided to supportstudents.

Objective 7: Linking Teaching, Learning and ResearchDkIT is at the forefront of research into the professional management ofaggression and violence both nationally and internationally. Integration of currentresearch into all aspects of this programme will ensure that learners are informedof current developments and thinking in relation to both the theoretical andpractical elements of this programme.

Objective 8: Develop Staff Personally and Professionally to Support thePractice of Learning and TeachingThe Centre for Learning and Teaching at DkIT provides support to lecturing andresearch staff by means of policy and guideline documents, workshops andseminars. A number of staff members have also received formal training on theMaster of Arts in Learning and Teaching programme offered by the Centre. Staffare also supported in their attendance at relevant conferences and in otherprofessional development activities as identified.

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10.2 Assessment Strategy

While student learning is contingent on a myriad of factors, there is widespreadconsensus that assessment has a far-reaching impact on student learning. Oneof the main goals of assessment in this programme is to provide graduates with arange of core skills, competencies and knowledge which reflect the emphasis onthe student’s personal, professional and academic development. This ensuresthat students develop not only discipline specific skills and knowledge but a rangeof generic skills which are transferrable in a variety of work settings and contexts.Consistent with fostering a range of skills, knowledge and appropriate attitudes,the assessment strategy is multifaceted and developmental.

Guiding the assessment strategy is the principle of constructive alignment whichmeans that there is a clear relationship between programme outcomes, modularoutcomes, teaching and learning activities and assessments. This ensures thatthe graduate skills fostered during the programme are transparent, logical andmeasurable.

This programme provides the student with broad range of material in thepsychomotor, cognitive and affective domains of learning which are applicable inthe clinical practice context. While the programme provides a synthesis ofmaterial, each of the domains of course material is necessary in its own right.Subsequently the assessment strategy is designed so that the student has theopportunity to demonstrate mastery of each component.

The assessment for the module entitled ‘Understanding Aggression andViolence in Contemporary Mental Health Practice’ will be a single continuousassessment of 2000 words which will require the student to demonstrateknowledge and comprehension of the course content and the ability to applytheory to practice within the mental health practice setting. This may include acase study or similar exercise which places emphasis on the application of theoryto practice.

The assessment for the module entitled ‘Managing Aggression and Violence inContemporary Mental Health Practice’ will be by continuous assessmentconsisting of two components. The first component will be a practical examinationwhich will require the student to demonstrate practical mastery and safeperformance of the psychomotor components of the module. In addition, studentswill undertake the second component of continuous assessment which will be anunseen examination that provides the student with the opportunity to demonstratetheir understanding of the professional, legal, and organisational parameters

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which prevail within their practice context in relation to the use of suchinterventions.

Semester Module title Assessment Method

ContinuousAssessment

Practical Exam

1 ‘Understanding Aggressionand Violence inContemporary MentalHealth Practice’

1 ‘Managing Aggression andViolence in ContemporaryMental Health Practice’

TOTAL 2 1 0

This short programme takes cognisance of the Assessment and Learning: APolicy for Dundalk Institute of Technology (2010) document.

11. Graduate Profile and Career OpportunitiesThe aim of this programme is to provide learners with knowledge andunderstanding of the fundamental principles of the professional management ofaggression and/or violence within a contemporary mental health practice setting.It is envisaged that graduates will apply these principles in their practice setting toenhance the quality of care experienced by service users within mental healthservices.

12. Resources:

12.1 Staff:Lecturers from the Department of Nursing, Midwifery and Health Studies andexternal guest lecturers in the area of Professional Management of Aggressionand Violence will teach on the programme. Administrative staff in the Departmentof Nursing, Midwifery and Health Studies will provide administration support forthe programme. Students will also be able to avail of the ongoing supportservices and tutorials provided by the Centre for Learning and Teaching in DkIT.Tutorials in generic skills such as academic writing, study skills, IT are providedby this Centre.

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12.2 Physical resources:The students will have access to classrooms, computer laboratories and ITfacilities within the Institute. It is proposed to facilitate the first cohort of studentsin an off-site venue. The Head of Department and lecturer from the Department ofNursing, Midwifery and Health Studies will ensure that the appropriate qualityassurance arrangements are in place during the off-site delivery of thisprogramme.

12.3 Library:The role of the Library in DkIT is to encourage, facilitate and enable learning andteaching. The Library does this by providing access to services tailored to theneeds of members of DkIT, by responding to needs, by creating spaces wherepeople can work with information and by encouraging intellectual exploration ingeneral. The Library aims to hold on site as much essential material as may berequired, it uses all available technologies – print, digital and A/V material - andsupports access virtually over the web or directly.

The first cohort of students will attend this programme in an off site venue. Aninduction session on accessing information electronically and Moodle will befacilitated by staff from the library. Students who have difficulty accessingelectronic information will be facilitated with ‘read only’ access to libraries in otherInstitutes of Technology, print material and support from the programme team.

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Appendix 1: Programme Schedule, Programme Learning Outcomesand Module Descriptors

Book of modulesCertificate in Contemporary Mental Health Practice(Professional Management of Aggression and Violence)

2 modules listed.

17:40PM Wednesday, 28 May 2014

Generated with Akari Document

Programme Certificate in Contemporary Mental Health Practice (Professional Management of Aggression and Violence) · 28 May 2014

DRAFT

Certificate in Contemporary Mental Health Practice (Professional Management of Aggression and Violence)Awards

Special Purpose Award

Programme Code:

Mode of Delivery: Part Time, Modular, DistanceEducation - DKIT

No. of Stages: 1

NFQ Level: 8

Embedded Award: No

Programme Short Title: Certificate in Contemporary Mental Health Practice (PMAV)

Language of Instruction: English

Valid From: Semester 2 - 2013/14 ( February 2014 )

Department: Nursing, Midwifery & Health Studies

Field of Study: Nursing and caring

Programme Co-ordinator: Myles Hackett

Educational Aim of Programme: The aim of this programme is to provide learners with knowledge and understanding of the fundamental principles of the professional management of aggression and/orviolence within a contemporary mental health practice setting.


Programme OutcomesOn successful completion of this programme the learner should be able to :

PO1 Knowledge - Breadth

(a) The graduate should be able to demonstrate an understanding of the theory, concepts and methods pretaining to the management of aggression and/or violence within a contemporary mental health setting.

PO2 Knowledge - Kind

(a) The graduate should know and demonstrate an understanding of the relevant biological and related sciences as they apply to the management of aggression and violence; critically analyse and evaluate relevantknowledge in relation to the management of aggression and/or violence.

PO3 Skill - Range

(a) The graduate should be able to demonstrate evidence based skills essential for the safe management of aggression and/or violence; assess, plan and initiate care and treatment modalities within agreedinterdisciplinary protocols to acheive service user centred outcomes and evaluate their effectiveness.

PO4 Skill - Selectivity

(a) The graduate should be able to identify and meet the needs of the service user within contemporary mental health practice; act as an effective member of the health care team; participate in a multidisciplinary teamapproach to care; evaluate practice and use current research findings to underpin the management of aggression and violence.

PO5 Competence - Context

(a) The graduate should be able to adopt a holistic approach to care underpined by the recovery model; plan care in consultation with the service user, taking into consideration the therapeutic regimes of all members ofthe health care team; implement planned care/interventions to acheive identified outcomes; evaluate service user progress towards expected outcomes and review care plans in accordance with evaluation data andin consultation with the service user; establish and maintain therapeutic interpersonal relationships; identify, disseminate and integrate knowledge in relation to the management of aggression and/or violence withincontemporary mental health practice.

PO6 Competence - Role

(a) The graduate should be able to effectively manage aggression and violence within contemporary mental health practice; demonstrate the ability to work as a team member; determine priorities for care based onneed, acuity and optimal time for intervention; faciliate the coordination of care; ensure that care is appropriate, effective and consistent; provide leadership and act as a role model in the management of aggressionand/or violence within contemporary mental health practice.

PO7 Competence - Learning to Learn

(a) The graduate should be able to take responsibility for personal and professional development; act to enhance the personal and professional development of self and others; demonstrate a commitment to life-longlearning; contribute to the learning experiences of colleagues through support, supervision and teaching.

PO8 Competence - Insight

(a) The graduate should be able to provide and articulate professional and ethical practice; demonstrate a sound underpinning of theoretical knowledge that informs practice and is informed by practice; practice withinthe limits of own competence and take measures to develop own competence; use specialist knowledge to support and enhance the management of aggression and violence within contemporary mental healthpractice.


Stage SchedulesStage 1

Mandatory

Mod Code Module Title Co-ordinator Level Credits FT ContactHours

PT ContactHours

CourseWork

End ofModuleFormalExamination

No Code Yet Understanding Aggression and Violence in Contemporary Mental HealthPractice (Draft)

Myles Hackett 8 5 0.00 2.00 100 0

No Code Yet Managing Aggression and Violence in Contemporary Mental Health Practice(Draft)

Kevin McKenna 8 5 0.00 2.00 100 0


PO Delivery Using DETAILED MappingsProgramme Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

M/E Supporting Modules

1 Understanding Aggression and Violence in Contemporary Mental Health Practice

2 2 1 1 1 1 1 1

1 Managing Aggression and Violence in Contemporary Mental Health Practice

4 4 2 2 2 5 2 5


PO1. Knowledge - Breadth:(a) The graduate should be able to demonstrate an understanding of the theory, concepts and methods pretaining to the management of aggression and/or violence within acontemporary mental health setting.

Supporting Modules

Understanding Aggression and Violence in Contemporary Mental Health PracticeLO 1: Critically appraise the theory underpinning contemporary understanding of aggression and violence within amental health care context.

LO 2: Critically apply the theory underpinning the management of aggression and violence to practice within themental health practice setting.

Managing Aggression and Violence in Contemporary Mental Health PracticeLO 1: Critically review the principles of preventing aggression and violence

LO 2: Critically appraise the assessment of escalating behaviour and de-escalation

LO 3: Critically review the principles of risk assessment

LO 4: Critically discuss the professional, legal and ethical dimensions of providing care to a potentially violentindividual


PO2. Knowledge - Kind:(a) The graduate should know and demonstrate an understanding of the relevant biological and related sciences as they apply to the management of aggression and violence;critically analyse and evaluate relevant knowledge in relation to the management of aggression and/or violence.

Supporting Modules


LO 2: Critically apply the theory underpinning the management of aggression and violence to practice within themental health practice setting.






PO3. Skill - Range:(a) The graduate should be able to demonstrate evidence based skills essential for the safe management of aggression and/or violence; assess, plan and initiate care and treatmentmodalities within agreed interdisciplinary protocols to acheive service user centred outcomes and evaluate their effectiveness.

Supporting Modules


Managing Aggression and Violence in Contemporary Mental Health PracticeLO 4: Critically discuss the professional, legal and ethical dimensions of providing care to a potentially violentindividual

LO 5: Demonstrate safe and effective non-aversive physical interventions to minimise risk to all concerned


PO4. Skill - Selectivity:(a) The graduate should be able to identify and meet the needs of the service user within contemporary mental health practice; act as an effective member of the health care team;participate in a multidisciplinary team approach to care; evaluate practice and use current research findings to underpin the management of aggression and violence.

Supporting Modules

Understanding Aggression and Violence in Contemporary Mental Health PracticeLO 2: Critically apply the theory underpinning the management of aggression and violence to practice within themental health practice setting.




PO5. Competence - Context:(a) The graduate should be able to adopt a holistic approach to care underpined by the recovery model; plan care in consultation with the service user, taking into consideration thetherapeutic regimes of all members of the health care team; implement planned care/interventions to acheive identified outcomes; evaluate service user progress towards expectedoutcomes and review care plans in accordance with evaluation data and in consultation with the service user; establish and maintain therapeutic interpersonal relationships; identify,disseminate and integrate knowledge in relation to the management of aggression and/or violence within contemporary mental health practice.

Supporting Modules





PO6. Competence - Role:(a) The graduate should be able to effectively manage aggression and violence within contemporary mental health practice; demonstrate the ability to work as a team member;determine priorities for care based on need, acuity and optimal time for intervention; faciliate the coordination of care; ensure that care is appropriate, effective and consistent;provide leadership and act as a role model in the management of aggression and/or violence within contemporary mental health practice.

Supporting Modules








PO7. Competence - Learning to Learn:(a) The graduate should be able to take responsibility for personal and professional development; act to enhance the personal and professional development of self and others;demonstrate a commitment to life-long learning; contribute to the learning experiences of colleagues through support, supervision and teaching.

Supporting Modules


Managing Aggression and Violence in Contemporary Mental Health PracticeLO 4: Critically discuss the professional, legal and ethical dimensions of providing care to a potentially violentindividual



PO8. Competence Insight:(a) The graduate should be able to provide and articulate professional and ethical practice; demonstrate a sound underpinning of theoretical knowledge that informs practice and isinformed by practice; practice within the limits of own competence and take measures to develop own competence; use specialist knowledge to support and enhance themanagement of aggression and violence within contemporary mental health practice.

Supporting Modules







Understanding Aggressionand Violence inContemporary Mental HealthPractice( Semester:1 Mandatory )

Module Details

Short Title: Understanding Aggression and Violence in Contemporary Mental Health Practice DRAFT

Full Title: Understanding Aggression and Violence in Contemporary Mental Health Practice


Module Code: n/a

Duration: 1 Semester

Credits: 5

NFQ Level: 8



Module Delivered in 1 programme(s)

Module Coordinator: Myles Hackett

Module Author: Kevin McKenna

Co-authors: Mark Cunningham John McDonald

Description: This module will provide the student with the knowledge of contemporary best practice approaches tounderstanding, preventing and safely managing aggression and violence within mental health care settingsunderpinned by recovery approaches.

Learning Outcomes:

On successful completion of this module the learner should be able to

Critically appraise the theory underpinning contemporary understanding of aggression and violence within a mental health1.care context.Critically apply the theory underpinning the management of aggression and violence to practice within the mental health2.practice setting.

Pre-requisite learning

Module RecommendationsThis is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if youhave not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of)the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) whichis equivalent to the learning specified in the named module(s).

No recommendations listed

Incompatible ModulesThese are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additionalcredit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in theincompatible list.

No incompatible modules listed

Co-requisite Modules

No Co-requisite modules listed


Module Content & Assessment

Indicative Content

Contemporary understanding of aggression and violence in practiceContextual understanding of potential for aggression and violence; Interactionist perspectives informing prevention of aggression andviolence.

Contemporary understanding of preventive approachesPublic Health Approach with primacy of preventive strategies; Seclusion and Restraint Reduction initiatives; Preservation of healthly'corruption free' cultures of care.

Understanding of contemporary Risk Assessment methodologiesObjective and subjective assessment of risk; Strengths and limitations of structured assessment of risk; Evidence base supportingstructured risk assessments;

Evidence-based best practice strategies for managing A&VProfessional guidance supporting best practice approaches to prevention, assessment, and managing aggression and violence.

Understanding (and misunderstandings) of coercive interventionsState of evidence supporting alternative approaches to safely manage high risk situations.

Contemporary debates regarding coercive interventionsRegional, national and international debates surrounding the use of coercive interventions. Reconciling professional, legal, and ethicalobligations in practice.

Special considerationsConsiderations in enhancing awarenss and preventing and understanding aggression related to age, disability, culture, gender, ethnic andreligious sensitivities.

Trauma informed careUnderstanding of trauma informed care and the use of trauma sensitive approaches in understanding and preventing aggression andviolence.

DebriefingRole, purpose and function of debriefing. Meeting professional and regulatory requirments; contribution of effective debriefing to overallaggression and violence minimisation strategies.

Seclusion and restraint reductionRegional, national and international Seclusion and Restraint reduction initiatives. Evidence base supporting seclusion and restraintreduction; Practical approaches to seclusion and restraint reduction; Recording and use of data.

Assessment Breakdown %

Course Work 100.00%

Part Time

Course Work

Type Description Outcomeaddressed

% oftotal

MarksOut Of

PassMarks

AssessmentDate

Duration

ContinuousAssessment

A 2000 word written assignmentexploring the application of theory topractice.

1,2 100.00 0 40 n/a 0

No End of Module Formal Examination

Reassessment Requirement

No repeat examinationReassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DescriptionThe student will have the opportunity to repeat the 2000 word assignment detailed above.

DKIT reserves the right to alter the nature and timings of assessment

healye

Stamp

healye

Stamp


Module Workload & Resources

This course has no Full Time workload.

Workload Part Time

Type Description Hours Frequency Average WeeklyLearner Workload

Lecture No Description 30.00 Once per semester 2.00

Directed Reading No Description 40.00 Once per semester 2.67

Independent Study No Description 50.00 Once per semester 3.33

Total Weekly Learner Workload 8.00

Total Weekly Contact Hours 2.00

Resources

Recommended Book Resources

Mental Health Commission 2007, Quality Framework: Mental Health Services in Ireland, Mental Health Commission Dublin

Mental Health Commission 2009, Code of Practice on the Use of Physical Restraint in Approved Centres, Mental HealthCommission Dublin

Mental Health Commission 2009, Rules Governing the Use of Seclusion and Mechanical Means of Bodily Restraint, MentalHealth Commission Dublin

Mental Health Commission 2012, The Use of Seclusion, Mechanical Means of Bodily Restraint and Physical Restraint inApproved Centres: Activities Report 2010, Mental Health Commission Dublin

Recommended Article/Paper Resources

Paterson, B., Bradley, P., Stark, C., Saddler, D., Leadbetterr, D., Allen, D. 2003, Restraint-related deaths in health and social carein the UK: Learning the lessons, Mental Health Practice, Vol. 6 Issue 9, 10

Fisher, J. 2003, Curtailing the use of restraint in psychiatric settings, Journal of Humanistic Psychology, Vol. 43 Issue 2, 69

Bonner, G., Lowe, T., Rawcliffe, D., Wellman, M. 2002, Trauma for all: a pilot study of the subjective experience of physicalrestraint for mental health patients and staff in the UK, Journal of Psychiatric and Mental Health Nursing, Vol. 9, 465

Other Resources

Government Report: Department of Health and Children 2006, A Vision for Change: Report of the Expert Group on Mental HealthPolicy, Stationary Office, Dublin

Government Report: Government of Ireland 2001, Mental Health Act 2001, Stationary Press, Dublin

Module Delivered in

Programme Code Programme Title

Certificate in Contemporary Mental Health Practice (Professional Management of Aggression and Violence) (Draft)

Managing Aggression andViolence in ContemporaryMental Health Practice( Semester:1 Mandatory )

Module Details

Short Title: Managing Aggression and Violence in Contemporary Mental Health Practice DRAFT

Full Title: Managing Aggression and Violence in Contemporary Mental Health Practice


Module Code: n/a

Duration: 1 Semester

Credits: 5

NFQ Level: 8



Module Delivered in 1 programme(s)

Module Coordinator: Kevin McKenna

Module Author: Kevin McKenna

Co-authors: Mark Cunningham John McDonald

Description: This module will provide students with fundamental knowledge and practical skills to safely and effectivelyprevent, recognise, assess, and manage aggressive and/or violent behaviours.

Learning Outcomes:

On successful completion of this module the learner should be able to

Critically review the principles of preventing aggression and violence1.Critically appraise the assessment of escalating behaviour and de-escalation2.Critically review the principles of risk assessment3.Critically discuss the professional, legal and ethical dimensions of providing care to a potentially violent individual4.Demonstrate safe and effective non-aversive physical interventions to minimise risk to all concerned5.

Pre-requisite learning

Module RecommendationsThis is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if youhave not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of)the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) whichis equivalent to the learning specified in the named module(s).

No recommendations listed

Incompatible ModulesThese are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additionalcredit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in theincompatible list.

No incompatible modules listed

Co-requisite Modules

No Co-requisite modules listed


Module Content & Assessment

Indicative Content

Principles of preventing aggression and violencePublic health approach to prevention; seclusion and restraint reduction strategies; assessment of patient related risk factors; situationalassessment

Escalation of behaviourRecognition of behaviour escalation; assessment of behaviour escalation; principles of de-escalation; stage specific 'Needs Driven' de-escalation strategies; evidence based methods of risk asessment; dynamic risk assessment

Non aversive physical interventions in providing careSafe management of the patient when providing care

Non aversive and emergency disengagement interventionsSafely disengaging from various holds encountered within mental health practice; emergency disengagements from high risk situations;ethical and legal considerations associated with use of disengagement strategies.

Non aversive containment interventionsSafe containment of the individual proportionate to assessment of risk; ethical and legal considerations associated with use of containmentinterventions.

Physiological and psychological considerationsPhysiological risks associated with physical interventions; psychological risks associated with physical interventions; trauma informedapproaches to containment; special considerations related to age, disability, gender, ethnicity, culture,

Professional, legal and ethical considerationsProfessional responsibilities to ensure safety of all concerned; regulatory and legal frameworks governing mental health care

Assessment Breakdown %

Course Work 100.00%

Special Regulation

Assessment will include two components both worth 50% of final grade. These components will include a practical examination and anunseen in class examination. Both components must be completed with a pass mark achieved in each component.

Part Time

Course Work

Type Description Outcomeaddressed

% oftotal

MarksOut Of

PassMarks

AssessmentDate

Duration

Practical/Skills Evaluation n/a 5 50.00 100 40 n/a 0

Class Test n/a 1,2,3,4 50.00 100 40 n/a 0

No End of Module Formal Examination

Reassessment Requirement

No repeat examinationReassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DescriptionThe student will be offered the opportunity to repeat the component(s) of course work they have failed.

DKIT reserves the right to alter the nature and timings of assessment


Module Workload & Resources

This course has no Full Time workload.

Workload Part Time

Type Description Hours Frequency Average WeeklyLearner Workload

Lecture No Description 12.00 Once per semester 0.80

Practical No Description 18.00 Once per semester 1.20

Directed Reading No Description 40.00 Once per semester 2.67

Independent Study No Description 50.00 Once per semester 3.33

Total Weekly Learner Workload 8.00

Total Weekly Contact Hours 2.00

Resources

Recommended Book Resources

Gelder, M., Cowen, P. and Harrison, P. 2006, Shorter Oxford Textbook of Psychiatry, 5th Ed., Oxford University Press Oxford

Health Information and Quality Authority 2009, National Quality Standards for Residential Care Settings for Older People inIreland, Health Information and Quality Authority Dublin,

Turnball, J. and Patterson, B. 1999, Aggression and Violence: Approaches to Effective Management, McMillan Press London

Stuart, G.W. 2008, Principles and Practice of Psychiatric Nursing, 9th Ed., Mosby St. Louis

Mohr, W.K. 2005, Johnson's Psychiatric - Mental Health Nursing, 6th Ed., Lippincott Williams & Wilkins Phildelphia

Module Delivered in

Programme Code Programme Title

Certificate in Contemporary Mental Health Practice (Professional Management of Aggression and Violence) (Draft)

Documents

Response to the Report of the Programme Validation Panel · Mark Cunningham (Dkit) Mr. Myles Hackett (Dkit) Tomás Murphy (Area Director of Nursing, Mental Health Service Sligo/Leitrim/South